Emotional/Behavioral Disorders — Overview

Original wording preserved; grouped into universal sections so an agent can deep‑link by purpose (student characteristics, diagnostic indicators, compliance). Minimal updates clarify IDEA definitions and discipline procedures, with sources cited.

Converted from DOCX • Grouped on 2025-09-24

Student Context

Assessments & Screenings

Documentation & Compliance

Update (2025-09-24): IDEA defines emotional disturbance at 34 CFR §300.8(c)(4) and clarifies that it includes schizophrenia but excludes children who are solely socially maladjusted unless they also meet ED criteria. source

Update (2025-09-24): For discipline changes in placement, schools must conduct a manifestation determination within 10 school days and, when behavior is a manifestation, conduct or review an FBA and implement or modify a BIP (§300.530(e)-(f)). source

Emotional/Behavioral Disorders

General Overview Approximately 473,000 youth in the United States are receiving special education and related services under the category of emotional disturbance. This figure represents a 2% increase from 2002 and a 20% increase from 10 years ago. Of the students being served for E/BD, boys outnumber girls at a ration of about 5:1. Students with E/BD frequently experience academic difficulties that result in lower grades, more failing grades, greater retention rates, and a greater likelihood of dropping out of school. About 50% of students with E/BD drop out of school; therefore as a group, they have lower employment levels and sub average employment histories. Poor academic performance has also been associated with the onset, frequency, and persistence of delinquency. Students with E/BD are reported to have IQs in the average to above average range, but their academic performance may not reflect this due to the negative effects of their inappropriate behaviors. The student’s behavior not only has an immediate effect on learning, but it also has an additive effect: Successive failures diminish the student’s knowledge base, which in turn negatively affects his ability to learn new information. Soon the student is in a downward spiral of academic failure from which he cannot recover. In addition to academic difficulty, students with E/BD, also by definition, find it difficult to make and maintain social relationships. For example, they will often not work well in groups, choosing to boss others around or dominate discussions. These behaviors can lead to marginalization and social isolation. Students with behavior disorders may seek the company of younger or older students for friendship. Learning is a social activity, therefore social success in school can predict success as an adult. It becomes clear that behavior disorders can represent significant problems for students. Students with E/BD can be classified into two categories-externalizing and internalizing. Students exhibiting externalizing behavior are difficult to miss. These students are loud, disruptive, aggressive, non-compliant, and bullying and intimidating and are regularly truant from school. Students with internalizing emotional disorders may be mistaken for model students at first because they are often shy and quiet and do not cause the teacher any problems. Nevertheless, closer inspection will reveal a student who is often anxious, depressed, dependent, helpless, possibly suicidal, and frequently victimized. Many of the social skill deficits experienced by students with externalizing and internalizing behaviors contribute to their inability to control or manage their behaviors. For example, a student with externalizing behaviors may not have had the opportunity to observe and develop appropriate social skills because he was excluded form social and academic interactions by his peers or because there was not a role model in the home from whom he could learn socially acceptable responding. Common Causes The cause of E/BD is frequently unknown and is often the result of multiple factors contributing the manifestation of maladaptive patterns of behavior. The two factors most commonly associated with E/BD are:

Biologic factors. Organic (genetic) factors, or acquired adventitiously after birth. Biological factors typically begin at a young age and persist into adulthood. They may be a function of biochemical imbalances, neurological abnormalities, genetic predisposition, physiological factors, injury or illness;and

Environmental factors. Environmental factors that contribute to the development of E/BD include traumatic brain injury, child abuse,home environment (drugs/drug abuse in the home, poor parenting), socioeconomic status, and stress from significant losses.

Diagnostic Indicators Emotional/Behavioral disorders are generally diagnosed by looking at three main things. There are:

Inappropriate behaviors that arechronic,

A general or pervasive mood of unhappiness or depression

Not caused by intellectual, sensory, or other health issues;

Inappropriate types of behavior or feelings under normal circumstances

Inhibit a student’s ability to establish and maintain social relationships across settings are indications of a student with E/BD.

Types of Disorders

Anxiety Disorder

Bipolar Disorder

Conduct Disorder

Eating Disorder

Obsessive/Compulsive Disorder

Psychotic Disorder

Characteristics (adapted from ) Primary Social/Emotional

Hyperactivity (short attention span, impulsiveness)

Aggression or self-injurious behavior (acting out, fighting)

disruptive behaviors

impulsiveness

problems with self-control & self-awareness

Withdrawal (not interacting socially with others, excessive fear or anxiety)

Weak or inappropriate interpersonal skills (may not be able to develop appropriate social or interpersonal relationships)

Immaturity (inappropriate crying, temper tantrums, poor coping skills)

low self-esteem

Cognitive

Learning difficulties (academically performing below grade level)

problem solving

time management

organization

task persistence / perseverance

accepting feedback

poor concentration

Secondary Learning Difficulties (academically performing below grade level)

problem solving

time management

organization

task persistence / perseverance

accepting feedback

poor concentration

academics

Communication

difficulty talking with others

difficulty sharing thoughts, ideas, and knowledge

Emotional Engagement Barriers (Hattie)

Self-efficacy | the confidence that we can learn

Self-handicapping | choosing obstacles to avoid failure

Self-motivation | ratio of intrinsic and extrinsic motivation

Self-goals | master, performance, and social goals

Self-dependence | being dependent on adults for directions, goals, help, etc.

Self-discounting | believing positive feedback is invalid

Hopelessness | feeling like there is no point in trying, that failure is inevitable

Social comparison | self-image is based on a comparison with others

References & Glossary